Browsing by Subject "opettajaidentiteetti"
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Käsityönopettajaopiskelijoiden opettajaidentiteetin kehittyminen syventävässä opetusharjoittelussa (2024)The aim of this thesis is to determine how the teacher identity of craft teacher students develops during advanced teaching practice. The development of teacher identity has been studied from the perspectives of elementary school teachers or subject teachers in general, but the teacher identity of specifically craft teacher students has not been investigated previously. This study focuses on aspects of teacherhood and teacher identity as described by previous studies, especially from the perspective of teachers at the beginning of their careers. Teacherhood is a broad concept that depends, among other things, on society, expectations, and individuals themselves. Teacher identity, on the other hand, answers the question of who I am as a teacher, that is, the teacher's own view of their teacherhood. The study was conducted as a qualitative content analysis. The participants were 12 craft subject teacher students who were completing or had completed the final stage of their advanced teaching practice. The data consists of reflection texts related to the participants' advanced teaching practice. The data were analyzed using a theory-guided approach, utilizing characteristics of teaching expertise such as subject mastery, didactics, and pedagogy, as well as a data-driven perspective. As a result of this this study, the development of teacher identity was divided into four main categories: subject matter, didactics, interaction, and participants’ self-perceived competence. During the teaching practice, subject matter improved through the learning of new craft methods and the importance of subject matter and its impact on teaching became more evident. Regarding didactics, the importance of preparation for teaching was emphasized. Throughout the teaching practice, participants discovered and adopted new teaching methods and became more conscious of their own teaching style. Concerning interaction, participants' understanding of the role of a craft teacher expanded. Interaction between teacher and students sparked realizations about the participants' own personalities as part of their teacher identity. The participants’ self-perceived competence in teaching was primarily described by feelings of both insecurity and confidence. The participants’ experiences of insecurity largely evolved into confidence during the teaching practice, but new insecurities also arose concerning their future teaching careers.
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(2015)In the change of society also the education and teacher's profession are in change. During the last years teacher's profession and teacher's professional identity have become a focus of interest. The aim of this study was to examine the teacher identity of home economics teachers and the development of it during the education. The theme for research was approached through teacher practices of home economics teacher education. Research questions are: how does the teacher identity of home economics teacher student develop during the teacher practices and what kind of paths of teacher identity development do the home economics teacher students follow. In the theoretical frame the change of teacher's profession and the models of identity, professional identity and teacher identity are discussed. Also the role of teacher education as a developer of the teacher identity of home economics teacher students is deliberated. This study was conducted as qualitative research and the data were portfolios of four different teaching practices of home economics teacher students. The data were analysed with the qualitative content analysis. The analysing frame was based on social learning theory of Wenger (1999). In the classification of the data data-based approach was also utilized. The results were illustrated in two models. The first model describes how the teacher identity of home economics teacher student develops during teacher practices as an on-going learning-styled process through the reflection of four fields – professionalism, effect of personality, learning communities and experiencing the meaning of the profession. The other model describes how the paths of development of teacher identity of home economics teacher students follow different ways. The results of this study can be utilized in home economics teacher education for supporting the students in construction of teacher identity.
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(2016)The purpose of this study was to examine subject teacher students' views on their teacher identity, teacher profession and self-efficacy and how meaningful teaching practice was in relation to these phenomena. Specific point of interest was to find out how the subjects of this study represent their growth process as teachers. The objective of this study is to understand the relevance of the teaching practice experience to that growth process. Identity was seen as narratively constructed self (Sfard & Prusak, 2005). Teacher identity was seen as dynamic process which starts with school experiences, continues through teacher education and working life. It is seen that teacher identity consists of closely entwined personal and professional identity (Heikkinen, 2001a). Self-efficacy was considered as essential part of individual's agency and it occurs situationally as self-efficacy expectations (Bandura, 1997). Research data for this qualitative case study was collected with semi-structured interview. Data triangulation was used to deepen the qualitative point of view. Reflective writings from another research by the study subjects were also used. The interviewees were subject teacher students who completed their pedagogical studies in 2013–2014. Content and narrative analysis were used to analyze the data. Various teacher types were found. Reoccurring themes such as passion for the teaching subject and challenges of becoming a teacher appeared in the data. Teacher whose self-efficacy was strong showed persistence with helping their students. Teacher identity, professionalism and teaching skills were strengthened in teaching practice. Teacher self-efficacy evolved through reflection and accomplishments. Mentoring was significant part of teaching practice experiences. Negative experiences and feelings caused by mentoring were reported. Teaching practice and mentoring can support the development of student teachers professionalism and teacher identity. Mentoring and teaching practice should be developed further by considering the various effects of self-efficacy on teachers' growth process
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(2014)The purpose of this study was to describe and understand why a person would make a voluntary career change into teaching, and what kind of a role does the career change process have in the construction of teacher identity. This study began first by describing the motives behind the voluntary career change, the profiles of the changers and the steps of the actual career change process. Secondly, this study aimed to cover the concept of teacher identity and its construction process. The first two topics were then combined by looking at the role of the previous career to the new one based on the boundaryless career concept by Defillippi and Arthur (1999). According to my research review, the change process of a person's identity – personal, professional and narrative – is closely related to the voluntary career change. An interesting aspect of the career change was especially how the career change process itself, as it takes lots of reflection, risk taking and courage, could act as a contributing factor in the construction of the teacher identity. This study was based on the narrative research methodology. The narratives were received through an advertisement published in the Opettaja magazine. The research data consisted of the narratives written by four elementary school teachers and four elementary school teacher students. The narratives were used as a data source, a method of analysis and a reporting tool. The analysis began first by the thematisation and classification of the content in the narratives. The focus was then switched to the timeframe and subject position analysis. A strong message of survival was present in the research literature and the narratives analysed in this study. The empowerment resulting from the decision to pursue a voluntary career change was a common factor in all the narratives in this study. A second career teacher brings along her skills and abilities from the previous career as the writers identified in their narratives and were able to recognise the benefits in their daily teacher's life. The increased self-knowledge gained through a voluntary career change process helps the construction of a teacher identity as one works through her own person in teaching.
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